Model Evidence for Iowa Teaching Standards and Criteria

Model Evidence for Iowa Teaching Standards and CriteriaExamplesEvidence is not needed for each of the 42 criteria. It is the presence of qualityevidence under a standard that determines if a teacher meets that particular IowaTeaching Standard. This is determined by a qualified, Iowa trained evaluator, theconversation around these pieces of evidence by the evaluator and the teacher, andthe district guidelines for evaluation. Evidence used to show competence in onestandard and criteria can and should be used for showing competence in otherstandards and criteria. The conversation between the evaluator and teacher is vitalin this determination.There is no requirement by the State of Iowa that 42 different pieces of evidencefor a teacher (beginning or career) must be produced to meet the Iowa TeachingStandards.There is no requirement by the State of Iowa that teachers (beginning or career)must create a portfolio of evidence. It is each district’s responsibility to determinehow the evidence will be organized and if certain pieces of evidence are requiredfor the district’s teachers.The term observation notes used in this chart refer to evaluator observation of theteacher’s behavior. The interpretation of the evidence in classroom observationswill depend on the conversation between evaluator and teacher.See the Excel document for an example of how to organize evidence for meetingthe standards. You will also see an example of evidence which does meet severalstandards and criteria.

Iowa Teaching StandardsStandard 1 - Demonstrates ability to enhance academic performance and support for implementation ofthe school district's student achievement goals.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Grade book entries/classroomdata• Copy of mid-term report• Rubrics• Report card• Letters/e-mails home• Work of students displayed• Student portfolio• Class newsletters• Follows CSIP/SIP/IEP• Observation notes• Individual ProfessionalDevelopment Plan• Volunteer for committees• Creates lessons to meetcurriculum standards• Class test results• Lesson plans• Team meeting minutes• Differentiated lessons• Use of IEP results• Running Records/other datagathering evidence• Show concurrent lesson plans• Modification/accommodationplans• Multiple assessments• Survey results fromstudents/parents• Class rules/expectations posted• Community building Activitiesobservationnotes• Bulletin boards• Lesson Plansa. Provides evidence of studentlearning to students, families, andstaff.b. Implements strategiessupporting student, building, anddistrict goals.c. Uses student performance dataas a guide for decision-making.d. Accepts and demonstratesresponsibility for creating aclassroom culture that supports thelearning of every student.e. Creates an environment ofmutual respect, rapport, andfairness.1g, 5a,b,d,e 8e4a, 7a,b,c,d 8c3a 4a,c 5a,f2b, 3a,b,c 4c 6a,b,c.d.e 8d3d, 4c,d 6a,e

• Action steps/teacher action• Notes from child study/problemsolving/instructional decisionmaking meetings• E-mail examples• Classroom newsletter• Phone call log• Thank you notes receivedf. Participates in and contributes toa school culture that focuses onimproved student learning.g. Communicates with students,families, colleagues, andcommunities effectively andaccurately.1b,f, 4b 5f 7a1a, 5a,b,d,e 8eStandard 2 - Demonstrates competence in content knowledge appropriate to the teaching position.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Copies of lesson plan• Student work/portfolio• Observation notes• Copies of hand-outs• Videos used, CD's• Notes on lesson plans• Log of AEA involvement• Observation notes• Lesson plans• Notes planning meetings• Observation notes• Assessments• Evaluator observation notes• Lesson Plans• Differentiated student worksamplesa. Understands and uses keyconcepts, underlying themes,relationships, and differentperspectives related to the contentarea.b. Uses knowledge of studentdevelopment to make learningexperiences in the content areameaningful and accessible forevery studentc. Relates ideas and informationwithin and across content areas.d. Understands and usesinstructional strategies that areappropriate to the content area2c 3a2d 3c 4c3a 4a3b.c.f

Standard 3 - Demonstrates competence in planning and preparing for instruction.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Copies of assessments includingpre-assessments• Lesson plans that fit districtstandards• Graphs showing variety ofassessment results and plans forusing assessment data• Handbooks, hand-outs• Lesson plans reflectingteaching/reinforcing expectations• Photos of student successes• Survey results of studentresponses to classroom climate• Observation notes• Student interest surveys• Parent surveys• Lesson plans• Variety of project choices for alesson• The use of teaching techniques:cooperative learning, projects,presentations, etc-observable• Copies of lesson plans reflectingdifferentiation of instruction• Student evaluation of completedproject• Photos of students engaged inlearning activities• Observation notes• Computer lab use-observable• Copies of technology-basedlesson plans• Observation notes• Bibliography of resources used inplanning• Photo documentation• Field Trip summaries• Community speakers utilizedobservablea. Utilizes student achievementdata, local standards, and thedistrict curriculum in planning forinstruction.b. Sets and communicates highexpectations for social, behavioral,and academic success of allstudents.c. Uses students' developmentalneeds, background, and interests inplanning for instruction.d. Selects strategies to engage allstudents in learning.e. Uses available resources,including technologies, in thedevelopment and sequencing ofinstruction.1c, 2c 3a1a,d,e,f 5b,d 6a,b,c 8d2b 3d 4b,c1b 2d 3d, 4b,c,d,f2d 3e 4d

Standard 4 - Uses strategies to deliver instruction that meet the multiple learning needs of students.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Lesson plans• Assessments results-both teacherdeveloped and textbook• Photo diary/documentation• Notes from team planningsessions• Standards/benchmarks posted inroom• Observation notes• Examples of student work• Examples of research reviewedand used• Teacher self-assessment• Workshop implementation, logsand evaluator observation notes• Lesson plans• Use of accommodation andmodifications - observable• Copy of instructional decisionmaking plans• Student work showing evidenceof positive results• 504, IEP accommodation plans• Student work samples• Photos of students engaged intheir work• Surveys results from students• Lesson plans• Observation notes• Student interview data• Providing social activities• Parent input about student• Student work samples Lessonswith choices for students• Guest speakers• Lesson plans• Student research projects usingvariety of presentation formats -observable• Web site developed by teachera. Aligns classroom instructionwith local standards and districtcurriculum.b. Uses research-basedinstructional strategies that addressthe full range of cognitive levels.c. Demonstrates flexibility andresponsiveness in adjustinginstruction to meet student needs.d. Engages students in variedexperiences that meet diverseneeds and promote social,emotional, and academic growth.e. Connects students' priorknowledge, life experiences, andinterests in the instructionalprocess.f. Uses available resources,including technologies, in thedelivery of instruction.1b 2c 3a 8c1b 3d 7a1c 2b 3a,c 4b,d,f 5f2b 3d 4c,f2c 3c,d 4c,d2d, 3d,e

Standard 5 – Uses a variety of methods to monitor student learning.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Assessment results reflected inlesson plans• Copies of alternative testsa. Aligns classroom assessmentwith instruction.3a4c 5c• Newsletter• Classroom website• Report cards• Parent Info night• Parent conferencesb. Communicates assessmentcriteria and standards to allstudents and parents.1g3b,e• Evidence of multiple assessmentsthroughout the year• Lesson plans reflectingassessment results• Goal charts• Goal sheets written by students• Achievement data• Lesson plans showing reflectivewriting for studentsc. Understands and uses the resultsof multiple assessments to guideplanning and instruction.d. Guides students in goal settingand assessing their own learning.1c 3a 4c1c 6a 8e• Conferences• IEP meetings• Parent phone calls loge. Provides substantive, timely, andconstructive feedback to studentsand parents.1g3b,e• Notes from team meetings• Child study team/ problemsolving and/or instructionaldecision making notes• Team meeting notes• Evaluator observation of teammeetingsf. Works with other staff andbuilding and district leadership inanalysis of student progress.1f 7a,b 8c,e

Standard 6 - Demonstrates competence in classroom management.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Cooperative learning strategiesobservable• Classroom set-up/arrangementobservable• Small-group activities-observable• Seating chart• Student jobs in groupsobservable• Student self-evaluation ofbehavior• Expectations posted in classroom• My job/your job chart posted• Photos of agreements posted• Rules/expectations posted• Classroom agenda/calendarposted• Class contract/constitution posted• Elements of first three observable• Substitute folder available• Students on-task-observable• Smooth transitions-observable• Observation notesa. Creates a learning communitythat encourages positive socialinteraction, active engagement, andself-regulation for every student.b. Establishes, communicates,models, and maintains standards ofresponsible student behavior.c. Develops and implementsclassroom procedures and routinesthat support high expectations forlearning.d. Uses instructional timeeffectively to maximize studentachievement.1d,e 3b 5d 6d1d,e 6a,c,d,e 8d1d,e 3b 6a,b,d,e3d• Student behavior-observable• Charts such as my job/your jobpostede. Creates a safe and purposefullearning environment.1d,f6a,c

Standard 7 - Engages in professional growth.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Transcripts• Copies of membershipcertificates• Log of Books/journals read• Degrees or certification• Documentation of professionallearninga. Demonstrates habits and skills ofcontinuous inquiry and learning.7b,c,d• Lesson plans showing coteaching• Peer evaluation• Evaluator observation of coteachingb. Works collaboratively toimprove professional practice andstudent learning.5f8c,d,e• Innovative research-basedlessons – observation notes• Presentation of knowledge togroups• Teacher journal entries showingreflective teachingc. Applies research, knowledge,and skills from professionaldevelopment opportunities toimprove practice.2d 4b 7a,d• Show growth in studentachievement• Individual professionaldevelopment plans• Observation notes from evaluatord. Establishes and implementsprofessional development plansbased upon the teacher needsaligned to the Iowa TeachingStandards and district/buildingstudent achievement goals.1b8a,b,c

Standard 8 - Fulfills professional responsibilities established by the school district.Model Evidence Criteria: The teacher Suggestions for CrossReference of MultipleStandards and Criteria• Show growth in studentachievement• Teacher evaluation results• Individual professionaldevelopment plan• Evaluator observable notes• Documentation of mandatorytraining• Committee documentation ofmembership• District committee/activitydocumentation• Evidence of team playerobservable• Participates in staff functions• Student work samples• Observation notesa. Adheres to board policies,district procedures, and contractualobligations.b. Demonstrates professional andethical conduct as defined by statelaw and individual district policy.c. Contributes to efforts to achievedistrict and building goals.d. Demonstrates an understandingof and respect for all learners andstaff.8b8a1f 5f 7b6e• Phone log of parent contact• E-mail log of parent contacts• Conference schedule• Community speakers/guests• Field tripe. Collaborates with students,families, colleagues, andcommunities to enhance studentlearning.1f5d,f